Report: Developing Teaching, Learning, and Assessment in Education

This report provides a comprehensive analysis of inclusive teaching, learning, and assessment strategies within an educational context. It begins by exploring theories of behavior management and emphasizes the importance of establishing and maintaining a safe and inclusive learning envir...Read More

Developing teaching, learning and
assessment in education and training

Table of Contents
INTRODUCTION...........................................................................................................................4
TASK 1............................................................................................................................................4
1.1 Theories of Behaviour Management................................................................................4
1.2 Establish and sustain a safe, inclusive learning environment...........................................4
1.3 How own practice in creating and maintaining a safe, inclusive teaching and learning
environment............................................................................................................................5
TASK 2............................................................................................................................................5
2.1 Designing of resources that:.............................................................................................5
2.2 Demonstrate the flexibility & adaptability in use of inclusive teaching and learning
approaches..............................................................................................................................6
TASK 3............................................................................................................................................6
3.1 Design an assessment that meets an individual needs of learners....................................6
3.2 Demonstrate flexibility and adaptability in an assessment to meet individual needs and
wants.......................................................................................................................................6
3.3 Demonstrate use of an assessment data............................................................................7
3.4 Communicate assessment information to other professionals with an interest................7
3.5 How own assessment practice has taken account of theories, models and principles of an
assessment..............................................................................................................................8
TASK 4............................................................................................................................................8
4.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivery
and assessing inclusive teaching and assessment...................................................................8
4.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching
and learning............................................................................................................................8
TASK 5............................................................................................................................................9
5.1 Analyse an application of pedagogical principles in own area of specialism..................9
5.2 Evaluation of the effectiveness of use of creative and innovative approaches in own area
of application..........................................................................................................................9
TASK 6..........................................................................................................................................10

6.1 Use an initial and diagnostic assessments to agree with learner's individual goals &
learning preference assessments...........................................................................................10
6.2 Devising the scheme of work.........................................................................................10
6.3 Design teaching and learning plans................................................................................11
6.4 Identify opportunities for learners and others to provide feedback to inform inclusive
practice ................................................................................................................................11
6.5 Explain own practice in planning inclusive teaching....................................................11
TASK 7..........................................................................................................................................12
7.1 Use theories and models of reflection to evaluate an effectiveness of own practice in
planning , delivery and assessment......................................................................................12
7.2 Analyse ways to improve own practice in planning, delivering and assessing inclusive
teaching and learning............................................................................................................12
CONCLUSION..............................................................................................................................13
REFERENCES..............................................................................................................................14

INTRODUCTION
Teaching and training is required for every individual to increase performance and ability
to do several things into an effective manner or way of doing. It needs to have long basis practice
or learning for every learner to be familiar with curriculum of what knowledge and information
will be given and what are its response to an individual performance and opportunity to learn
new things or accomplish desired goals and targets (Whittle, 2012). In the current scenario,
development of learning and teaching assessment has become necessary for every individual to
get familiar to raise their knowledge and information base to enhance its career and performance
at the greater level.
Apart from this, report will cover the discussion over promotion of equality and work
based diversity, meeting different needs of the learner's etc. This report will also focus on
communication of assessment data to different professional along with suggesting the channels
of communication to transfer it during given period of time.
TASK 1
1.1 Theories of Behaviour Management
In behaviour management theory, Fredrick Jones (2000) and Albert Bandura (1997)
theories are totally different to each other which influenced the discipline of education. Fredrick
Jones concentrated on by using of good body language and use of proper system in the learning
teachers help students to empower themselves by maintaining self-control and also prepare them
for future. But Albert Bandura behaviour theory focuses on students learn from by social
interactions with one another through observations, imitation and social communication.
1.2 Establish and sustain a safe, inclusive learning environment.
The various ways to create a safe learning environment for students are by maintain a
strong classroom community networks helps students to create supportive and meaningful
relationship between teachers and students. By using positive non verbal communication like eye
contact, gestures, facial expressions etc. Motivate students by providing team work, provide
opportunities to share there views and ideas.

1.3 How own practice in creating and maintaining a safe, inclusive teaching and learning
environment
Maintain a safe environment in the classroom for learners means build an environment
which is more comfortable for learners and they feel like home, build a surrounding where
students are open their minds, thought process and ideas and listen carefully what teacher is
trying to convey and make empower them they will achieve new heights in their career. Also,
important to show your learners that how much you are enjoying and comfortable in that
environment that you have created it will ease themselves for grow and develop and also
celebrates achievements.
TASK 2
2.1 Designing of resources that:
(a) actively promotes value diversity and equality
In the education sector, it is required to have equality and value diversity for learner's to
enhance their work performance and also makes them to accomplish desired goals & targets.
This can be brought up through implementation of various laws & regulation connected to the
equality and value diversity such as equality act, 2001 and diversity act, 1998. These act has
played necessary roles to promotes equality and diversity on the larger basis. Equality act is the
legislation which has been enacted in UK judiciary system to have common equality among
teacher, learner or peer to give them long term benefits (Murdoch‐Eaton, 2017). Diversity act has
been enacted to create common understanding among different individual with equal importance
to each one ideas and believability. In response, these two legislations has brought positive work
regulation along with enhancement of higher learning.
(b) meeting needs of the specific learner's
It has been identified that every learner whether specific or general have some kind of
needs such as environment to learn, being engaged to work based results etc. These needs can be
grown over the period of time. For meeting it is necessary to have long live relationship's
between an individual learner and teacher.

2.2 Demonstrate the flexibility & adaptability in use of inclusive teaching and learning
approaches
While in case of increased learning or training, it is important to have working culture or
environment where, it needs to be done in productive and effective manner. Working culture, in
case of autocratic consists of priorities only to top level superior and in case of effective teaching
or learning, it lets remain with teacher who can takes both negative and high impacted decision
in case of education or learning (Carraccio, 2013). During this environment, it is difficult to
judge an individual performance and contribution into the learning and teaching by the teacher or
tutors. Continuous evaluation is necessary for getting evaluates working environment and
learning culture. Flexible environment is always important to uphold and increase performance
of an individual and led common growth to any learner.
TASK 3
3.1 Design an assessment that meets an individual needs of learners
It has been noticed that every learner needs to go through assessment or self-assessment
process or technique's. In business organisation, where employee's needs to go through process
of performance appraisal which is conducted through 360 degree appraisal etc. Similarly, learner
needs to go through an assessment which comprises of tests, examination with an agenda to
check their knowledge or information (Englander, 2016). Along with this, assessment needs to
be conduct after the preparation of assessment structure or after complete preparation of
assessment before taking it. Every learner is equipped with some desirableness to enhance their
knowledge & information to increase their performance or activities based power. In response to
this, evaluator needs to be fair and equal with person's actual knowledge. Test and quizzes would
help learner to get validity and suitableness of their knowledge & information.
3.2 Demonstrate flexibility and adaptability in an assessment to meet individual needs and wants
Lets talk in my context, I have gone through several assessment such as test, dictation or
oral test by my teacher to know whether I am aware about what was learnt and what will be its
durability for longer period of time. As my experience was great and also I have learnt several
things such as getting accept self mistakes or error to improve at the higher level. Also, my
teacher has motivated me at every point of learning and was very helpful in the situation of any

difficulty and problem (Schumacher, 2015). She has played big role in solving my queries and
problem with an ease to remains me confident and being motivated for longer period of time. I
used my teacher as big inspiration for me while in case of learning and also adopt some level of
methodology to learn new things.
3.3 Demonstrate use of an assessment data
Assessment data can be equipped through taking test, self evaluation of the learner or
may be through observation. In case of monitoring learner achievement and its progress, such
kind of data is useful to measure their performance, task accountability and led future work or
task sustainability (Jennings, 2012). These kind of data are useful to identify any kind of gap
analysis into person performance and recommendation for training & development to raise their
learning abilities. Along with this, assessment data can be helpful to set standard performance for
learner after complete assessment of their work or activities he/she has been done. This data can
be helpful to plan various valuable or subsequent learning session to raise performance or
potential of learner to enhance their performance at the higher and optimised level. Assessment
data can be recorded in structured storing process such as numerical data, use of paper based
records and IT roles.
3.4 Communicate assessment information to other professionals with an interest
It has been noticed that assessment information needs to be transfer or communicated to
professional with intention for getting self-evaluation. This kind of information can be conveyed
through both verbal or written channels to enhance the common understanding along with long
term learning relationships with teacher (Roeser, 2014). These information can be communicated
through IT roles such as Email, sending information draft or fax to maintain or record info with
increased protection or safety measures. Along with this, clarity about an information must be
their and proof-check of information to maintain its validity for the longer period of time. Even
learner can share an information through personal meeting and also in documentary format to be
presentable. While sharing of an information, there is a needs of professional antiquates and with
complete role of professionalism. Here, matter of common interest is required for both learner
and other professionals.

3.5 How own assessment practice has taken account of theories, models and principles of an
assessment
Assessment practice is required to be co-relate with given theories, models and principles
of assessment. Every person needs to be effective during the process of self evaluation along
with testing self to rise the learning or task ability on the higher basis. They are being suggested
to consider various theories, models and principles of an assessment. It has been noticed that
own assessment practice needs to be productive and must be able to hold session of self
evaluation for longer basis (Ludvigsen, 2012). During the process of own assessment, learner
must be focused and dedicated towards their intention or goals and must realize their duty or
conducting of ethical measures to conduct assessment fairly and with truth consideration. It has
to be noted that own assessment practice is the necessary step to pursue in order to know our
own strengths and weakness for the longer period of time.
TASK 4
4.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivery
and assessing inclusive teaching and assessment
There are various ways through which minimum core elements can be demonstrated in
planning, delivery through preparing of quiz material online to ability of the learner's to learn
new things and structuring of the task sheet which contains all the correspondence lesson to be
reached and bet known (DeMonte, 2013). Minimum core elements such as language, literacy and
numeracy etc., which can contributes to the planning by understanding an entire process of the
learning as well as involves teacher into this process. During assessment stage, literacy elements
will be used to check learnt knowledge and information of the person.
4.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and
learning
If someone working in a skill sector should have these minimum core elements to
demonstrate your part of role even important if you are not working in area of teaching
qualification. To effectively fulfil your role as a professional teacher while planning and
delivering the sessions these core skills are mandatory. The following core elements are as
follows- language for speaking and listening, ICT for using e-mails, apps, digital services,

software and programmes, e-leaning activities and for virtual leaning environment. Numeracy
for evaluations, calculations, measurement and interpretation of data and figures. Literacy for
reading writing, grammar, spelling check and punctuations all these core elements help your
learners to improve themselves. These skills develop and improve your area of specialization and
also beneficial for the development of the learners.
TASK 5
5.1 Analyse an application of pedagogical principles in own area of specialism.
Apart from descriptive learning, it is necessary for every learner to decides their core
interest or specialism into the subject, irrespective of their qualification or any specified subjects.
Specialism is a kind of area, where any learner have its own space or matter of interest to either
pursue or carrying out keep for own interest or matter of context (Havnes, 2015). In my context,
core specialism is reading and getting more and more knowledge about economic affairs. This is
one of my favourite matter of interest and also I am focused toward this topics. In this context,
pedagogy means interaction between teachers, students and learning environment and various
learning tasks. Key principles of pedagogical focused on teaching-learning arrangements and
methods, relationship to pupils and learning environment, general education principles and
expected skills and education.
5.2 Evaluation of the effectiveness of use of creative and innovative approaches in own area of
application
Every individual, whether a common person, learner or organisational employee's have
their own defined area of specialization in any topic or knowledge which they specifically likes
to learn or makes its perfect apart from their set curriculum time or duration. Even, many great
leader's are doing their work in their defined specialism, instead of what qualification they have
accomplished (Pendlebury, 2013). For attaining an area of specialism, there are various creative
& innovative can simply used to accomplish their matter of specialised knowledge and
information to become effective or morale in their career. Learner can use creative approach
such as active learning to engages and encourages the maximum use of innovation and creativity.
This type of learning will helps the learner to become experts in its area of specialisation or what
they he/she likes in context of gain knowledge & information. Apart from this, learner can go

with creation of group or community who is under same learning of a specialism and gaining
relevant knowledges to enhance career suitability and growth.
TASK 6
6.1 Use an initial and diagnostic assessments to agree with learner's individual goals & learning
preference assessments
Diagnostic assessment is helpful to identify specific learning strength and needs. It is
helpful in determining learning targets and appropriate teaching and learning strategies to
achieve them. Also, this is important because of many learner's have higher level skills in some
area than in others (Brown, 2017). As a part of an assessment, this will helps learner's to identify
their specific learner strengths and needs. In general, this kind of assessment is linked with an
individual goals and targets to be accomplish in order to raise performance of the learner and its
learning ability at the greater level. This can involves review based system, feedbacks,
observation etc., to get actual guidance and recommendations over an learning personality and
behaviour to learn new things. This kind of assessment is necessary to undertake effective results
of long term learning.
6.2 Devising the scheme of work
(a) need of learner's
Statement of work is a document that defines the scope of a project, specific deliverables,
scheduling and additional responsibilities as required by the demand side company (Samson and
Collins, 2012). This SOW is helpful to provide learner's a base of knowledge and information to
learn along with this activity related to learning new application of knowledge to raises the
personality and behaviour of an individual at the greater level.
(b) delivery model
This model is important consideration when designing of learning activities that will
supports students to skills, knowledge and understandings required to achieve an intended
learning outcomes as to measures an assessment in the units (Heller, 2012).
(c) Internal and external requirements
Learner needs to have various skills such as analytical skills, critical analysis power etc.,
to solve any queries related to the learning and raised the suitability for delivery of the work or
defined goals and targets.

6.3 Design teaching and learning plans
While going through learning process, it is necessary to make full-fledged plan of entire
teaching and learning in which individual goals, needs and learning preferences will be take care.
Goals: The focal goal behind learning is to rise of competencies of the self and other
people. Also, raising of the knowledge and information will be one major goals for preparing this
plan of learning.
Needs: The major need of a learning is to enhance knowledge & information of a person
or defined learner's.
Curriculum requirements: For long course of learning, person needs to have patience
and ability to gain several information for their own benefits. Learning can be practical based,
written and oral (Darling-Hammond, 2017). Also, effective time management is required along
with planning to maintain decorum of the learning.
6.4 Identify opportunities for learners and others to provide feedback to inform inclusive practice
It is necessary to find wide opportunities for learners in order to make them defined entity
and leader. This can be done through inclusive approach which is a technique that recognises the
diversity of students, enabling all students to access course content, fully participate in learning
and activities and demonstrate their knowledge and strengths at an assessment. This will helps
learner's to prepare scope for command over the practical knowledge and learning to led a strong
base for an entire career (Stewart, 2014). This will be done through feedback which has been
taken from friends, peer, family members, colleagues, peer etc., in order to know learner's choice
at the greater level.
From above analysis, it has been concluded that opportunities for learner will be good
command over analytical power as well as control over learning and memorising.
6.5 Explain own practice in planning inclusive teaching
The role was in practices for planning of inclusive learning to all kind of student with
major motive to empower learning or capability to rise their potential to get rise of information.
My role was to do overall planning for conducting learning session in order raise an individual
capacity to enhances their motivation level and matter of higher confidence. Through this
complete practices, I have gained several skills such as planning, co-ordination, controlling in
order to raise their performance and also led giving higher education to them with increased
capabilities (Singhal, 2012). I have prepared a fully-fledged plan which consists of goals,

objectives and plan which are majorly decided to do so. Along with this, there are higher chances
that my practices will be fulfilled and led direction towards developing needs of an individuals.
TASK 7
7.1 Use theories and models of reflection to evaluate an effectiveness of own practice in planning
, delivery and assessment
Effective reflection requires a high level objectivity. Kolb's experiential learning cycle is
best theories to do self reflection towards own practices in planning, delivery and assessment.
This model consists of four stages are as follows:
Concrete experiences: During this, I learnt through active involvement. My structure
was so perfect, learner's have practised with increased efforts and also they were satisfied with
my efforts which are focused towards their development (Darling-Hammond, 2014). I also
demonstrated several learning guide and inspiration to led them effective.
Reflective observation: This is my complete reflection over the task, based on full-
fledge experience of doing the task.
Abstract conceptualization: In my context, this is making sense of and interpreting an
experience as well as drawing new theories.
Active experimentation: These sessions were trailed. I have done action planning, led
the delivery and done complete assessment to initiates quizzes and boggle which were successful
((Darling-Hammond, 2014).
7.2 Analyse ways to improve own practice in planning, delivering and assessing inclusive
teaching and learning
I have extremely diverse learner groups with many multiple needs, in response, this has
enabled me to develop sensitivity to the needs of diverse practices. In relation to curriculum
design, I would like to visit day centres that provides basic skills courses and discuss and discuss
the success or failures in groups I am currently running (Griffin and McGaw, 2012). I would like
to provide basic skills and other related courses. I have gained a lot of emotional minestrones
from long term learning and information generation.

CONCLUSION
From the above report, it has been concluded development of teaching and learning is
necessary for every individual learner or group of different learner to raise their performance or
work based activity on the larger basis. Also, it focuses on bringing equality and diversity during
the period of learning and development on the optimised basis. Also, effectiveness is required in
case of learner's planning, delivering and assessment of their performance or what they have
learnt from the structured learning or be get leached. Every learner should do self assessment
practice of them to knowledge their weaknesses or strength to make them effective and co-relate
to any kind of process or learning to develop their life and career to be acquired. People must
focus on generating their learning ability or enhances their potential to be get motivated to
attempt several concepts and theories to be learnt.

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Online
Kolb's Learning Styles, 2018. [Online]. Available through:
<https://www.simplypsychology.org/learning-kolb.html>